February 26, 2013

The Language Learning Journal is planning a special issue: Task-based language teaching and learning. Tasks are now widely used in language classrooms around the world under various guises. The last two decades have witnessed a surge of interest in research on tasks. However, there have been a number of criticisms leveled against task-based language teaching and learning (TBLT/L). For example, it has been claimed that since tasks are inherently meaning-centered and outcome-oriented they do not foster language learning and may induce task performers to simply 'get the job done' which might give rise to the production of impoverished language. A review of the relevant literature reveals that, despite the wealth of research in this area, such criticisms have not yet been adequately addressed and many unanswered questions remain regarding the notion of task and its utility in language classrooms - specifically, where a language other than English is taught. There is also a dearth of research on whether and how different kinds of task-based implementation variables (e.g. planning time) and task design features (e.g. task structure and task complexity) interact with individual difference factors. This special issue of The Language Learning Journal will therefore attempt to address the current research lacunae in TBLT/L.

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